Week of
Day
Mon.
11/29/11-12/02/11
Teacher
Anchor Descriptor
OFF
C. Yourechko
Eligible Content or
Academic Standard
OFF
Course: Biology I (A)
Objective
THANKSGIVING
Strategies for
this lesson
THANKSGIVING
Assessment
FormativeSummative-
Connection to Anchor:
Tues.
S11.B.2.2
Describe how
genetic information
is inherited and
expressed.
S11.B.2.2.3 Explain how
different patterns of
inheritance affect
population variability (i.e.,
multiple alleles, codominance, dominance,
recessiveness, sexinfluenced traits, and sexlinked traits).
Students will discuss the
impact Gregor Mendel’s
experiments have had on
modern genetics. Students
will define vocabulary
(including Punnett
Squares) associated with
Mendelian Genetics.
P.D.N
Whole Group
Discussion
Guided Notes
Small Group Activity
Formative- Genotype vs. Phenotype Activity
S11.B.2.2.3 Explain how
different patterns of
inheritance affect
population variability (i.e.,
multiple alleles, codominance, dominance,
recessiveness, sexinfluenced traits, and sexlinked traits).
Students will observe the
use of a single factor
Punnett Square to predict
genetic probability.
Students will practice the
use of Punnett Squares
and vocabulary associated
with the data collect from
a Punnett Square
P.D.N
Whole Group
Discussion
Guided Notes
Small Group Activity
Formative- Smile Genetics Probability
Activity
S11.B.2.2.3 Explain how
different patterns of
inheritance affect
population variability (i.e.,
multiple alleles, codominance, dominance,
recessiveness, sexinfluenced traits, and sexlinked traits).
Students will observe the
use of a double factor
Punnett Square to predict
genetic probability of
specific genetic traits.
Students will practice the
use of double factor
Punnett Squares and
vocabulary associated with
P.D.N
Whole Group
Discussion
Guided Notes
Independent Work
Formative- Genetics Practice Problems
Worksheet
Summative-
Connection to Anchor:
Wed
S11.B.2.2
Describe how
genetic information
is inherited and
expressed.
Summative-
Connection to Anchor:
Thurs
S11.B.2.2
Describe how
genetic information
is inherited and
expressed.
Summative-
the data collect from a
double factorPunnett
Square.
Connection to Anchor:
Fri
S11.B.2.2
Describe how
genetic information
is inherited and
expressed.
Connection to Anchor:
S11.B.2.2.3 Explain how
different patterns of
inheritance affect
population variability (i.e.,
multiple alleles, codominance, dominance,
recessiveness, sexinfluenced traits, and sexlinked traits).
Students will work in small
groups to complete a
summative lab
assessment. Students will
be required to
demonstrate their
knowledge of you to utilize
Punnett Squares and the
data generated by them to
solve complex genetics
problems
P.D.N
Small Group Activity
FormativeSummative- SpongeBob Genetics Lab
Week of 11/29/11-12/02/11
Day
Mon.
Teacher C. Yourechko
Anchor Descriptor
OFF
Eligible Content or
Academic Standard
OFF
Course: Biology I (B)
Objective
THANKSGIVING
Strategies for
this lesson
THANKSGIVING
Assessment
FormativeSummative-
Connection to Anchor:
Tues.
S.11.B.1.1- Explain
structure and
function at multiple
levels of
organization.
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss the
characteristics of fungi,
including; physical
structures, reproduction,
and how they obtain
energy.
P.D.N.
Whole Group
Discussion
Guided Notes
Guided Reading
Formative- Chapter 21 section 1 guided
reading
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss and
describe the four
classifications of fungus.
P.D.N.
Whole Group
Discussion
Guided Notes
Guided Reading
Formative- Chapter 21 section 2 guided
reading
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will discuss the
ecological factors of fungi
on the biosphere.
P.D.N.
Whole Group
Discussion
Guided Notes
Vocabulary Building
Formative- Vocabulary Crossword & Fungus
Diagram
Summative-
Connection to Anchor:
Wed
S.11.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Summative-
Connection to Anchor:
Thurs
S.11.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
Summative-
Fri
S.11.B.1.1- Explain
structure and
function at multiple
levels of
organization.
Connection to Anchor:
S11.B.1.1.2 Compare and
contrast the structural and
functional similarities and
differences among living
things (e.g., classify
organisms into classification
groups, compare systems).
Students will complete the
fungus quiz assessment.
Students will complete the
Chapter 21 section 3
guided reading. Students
will view a video clip on
parasitic fungus.
Independent Work
Guided Reading
Whole Group Activity
FormativeSummative- Fungus Quiz
Week of 11/29/11-12/02/11
Day
Mon.
Teacher C. Yourechko
Anchor Descriptor
OFF
Eligible Content or
Academic Standard
OFF
Course: Physiology & Anatomy
Objective
THANKSGIVING
Strategies for
this lesson
THANKSGIVING
Assessment
FormativeSummative-
Connection to Anchor:
Tues.
S11.A.2.1 Apply
knowledge of
scientific
investigation or
technological
design to develop
or critique aspects
of the experimental
or design process.
S11.A.2.1.1 Critique the
elements of an
experimental design (e.g.
raising questions,
formulating hypotheses,
developing procedures,
identifying variables,
manipulating variables,
interpreting data, and
drawing conclusions)
applicable to a specific
experimental design.
Students will discuss the
flow of blood through the
heart while noting what
anatomical structures of
the heart are used or
impacted by the flow of
blood.
P.D.N.
Whole Group
Discussion
Guided Notes
Small Group Activity
Formative- Students will color code and
label the flow of blood through the heart
and complete an outline on blood flow
S11.A.2.1.1 Critique the
elements of an
experimental design (e.g.
raising questions,
formulating hypotheses,
developing procedures,
identifying variables,
manipulating variables,
interpreting data, and
drawing conclusions)
applicable to a specific
experimental design.
Students will discuss the
cardiac cycle with respects
to the cells that are
responsible for the
contraction of the heart
muscles that result in the
flow of blood through the
heart
P.D.N.
Whole Group
Discussion
Guided Notes
Small Group Activity
Formative- Blood Pressure Worksheet
Summative-
Connection to Anchor:
Wed
S11.A.2.1 Apply
knowledge
of scientific
investigation or
technological
design to develop
or critique aspects
of the experimental
or design process.
Connection to Anchor:
Summative-
Thurs
S11.A.2.1 Apply
knowledge
of scientific
investigation or
technological
design to develop
or critique aspects
of the experimental
or design process.
S11.A.2.1.1 Critique the
elements of an
experimental design (e.g.
raising questions,
formulating hypotheses,
developing procedures,
identifying variables,
manipulating variables,
interpreting data, and
drawing conclusions)
applicable to a specific
experimental design.
Students will discuss the
cardiac physiology
involved with the beating
heart.
P.D.N.
Guided Notes
Whole Group
Discussion
Independent Work
Formative-
S11.A.2.1.1 Critique the
elements of an
experimental design (e.g.
raising questions,
formulating hypotheses,
developing procedures,
identifying variables,
manipulating variables,
interpreting data, and
drawing conclusions)
applicable to a specific
experimental design.
Students will discuss and
examine the methods of
medically monitoring the
electro-activities of the
heartbeat
P.D.N
Guided Notes
Whole Group
Discussion
Group Demonstration
Formative- EKG Group Demonstration and
worksheet.
Summative- Heart Quiz
Connection to Anchor:
Fri
S11.A.2.1 Apply
knowledge
of scientific
investigation or
technological
design to develop
or critique aspects
of the experimental
or design process.
Connection to Anchor:
Summative-